작성자 : 라키스 작성일 : 2022-06-29 10:54:13 조회수 : 468
국가 : 콜롬비아 언어 : 영어
출처 : EMERICS
발행일 : 2022-05-18
원문링크 : https://www.emerics.org:446/researchDetail.es?systemcode=06&mid=a10300000000&brdctsNo=330038&search;_option=&search;_keyword=&search;_researchdivcode=&search;_brdctsdivcode=&search;_year=&search;_month=&search;_tagkeyword=&systemcode=06&search;_region=&se

We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all. 

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